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Clicker Presentation

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CCNMTL Columbia

on 6 April 2011

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Transcript of Clicker Presentation

Clickers/ARS Clicker overview (cribbed from: Clicker Resource Guide)

Clickers are not a magic bullet. Know what you want to do with them before you use them

Collect individualized, accountable (or anonymous) student feedback instantaneously

Can help assess failure points

Use ambiguous questions to uncover problems and spur discussion

Don't go too easy on them... we learn best from what we get "wrong"

Leave time in the lesson for clicker questions: think, pair, share

When used well, students positively assess clickers Types of exercises:

Start-of-session attendance or Quiz
Think/pair/share exercises
Sensitive topics ("God" questions)
Peer/presentation assessment
Basic comprehension (do they get it?)
Illustrate a concept (no "correct" answer) How to structure questions :

Knowledge - Remembering facts, terms, concepts, definitions, principles
Comprehension - Explaining/interpreting the meaning of material

Application - Using a concept or principle to solve a problem
Analysis - Breaking material down into its component parts to see interrelationships/hierarchy of ideas

Synthesis - Producing something new or original from component parts
Evaluation - Making a judgment based on a pre-established set of criteria Pre-Assessments: At the beginning of a quarter or before a new topic

Mid-Topic Assessments: In the middle of mini lectures or before another concept

Post-Assessments: At the end of a quarter, topic, or class session Examples

(basic knowledge --> evaluation --> discussion) Basic Knowledge: Which of the following are characteristics of the i>clicker system?

A. Radio frequency technology. Application independent.

B. Infrared technology. Application dependent.

C. Radio frequency technology. Application dependent.

D. Infrared technology. Application independent. Evaluation: In a 100-person science classroom where a faculty member wishes to use clickers, which scenario would you recommend given the following considerations:

1. it's important that students "group up" and discuss a question, come to a conclusion and then "vote" their answer;

2. results are used to gauge student understanding, not assign points for the "correct" answer;

3. Students are cost-conscious due to an expensive textbook and high lab fees. A. Randomly hand out a 100-pack of clickers at the start of each class session

B. Recommend that students buy a clicker from the bookstore, but don't require it

C. Require all students to buy a clicker from the bookstore

D. Loan clickers to 30 students who will bring them to each class session

E. Randomly hand out a 30-pack of clickers at the start of each class session Some other considerations

Beware: PowerPoint-oriented
Demand simple, online registration
Favor no-install software and computerless collection
Assign to individual students? Or set up a class pack and hand them out? (there are advantages to both)
RF is best, IR and IP solutions can be difficult to set up
Where are data stored?
Can charts be "compared" across questions?
> Attendance, < sleeping, but > "noise" in the classroom
Motivating students (assessment? points? anonymous?)
Student Feedback:

"I honestly came into the class thinking I would hate the clickers but I came to enjoy them. I still don't think the $35 spent was justified, though. It really helps everyone apply what they've learned in the lecture and also promotes friendly competition."

"I can see whether a problem was just difficult for me or for many students in the class." Resources:






http://www.iclicker.com/dnn/LinkClick.aspx?fileticket=mZOVJRfuhFQ=&tabid=170 Instructor Feedback:

"I love what clickers have done for my classroom. The main benefits are (1) increased attendance; (2) active participation; (3) better preparation for class."

"It was a much noisier classroom. It seemed to increase the amount of chatter. I don't know if they were talking about course material or just talking."

"[For best results] present clicker questions that elucidate diversity of opinion and encourage comparison of responses."
Discussion: "OK, this is all fine and good, Dan, but my main concern about using clickers in the classroom is":

A. Student cost
B. Technical issues
C. Interruptions/noise in the classroom
D. Student Participation
E. Thinking up questions. Technical Overview

i>clicker system uses USB base station

All data and software stored on computer or dongle

No installation required

RF hardware, no line-of-site required

Use with or without computer (in "trust me" mode)

Application agnostic
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